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PENGUATAN BUDAYA SEKOLAH MELALUI MANAJEMEN BERBASIS SEKOLAH (MBS) BERBASIS NILAI-NILAI BUDDHIS: STUDI KEPUSTAKAAN Dedi Triandi; Iing Felicia Joe; Sugiyarti; Kabri; Partono
Integrative Perspectives of Social and Science Journal Vol. 2 No. 03 Juni (2025): Integrative Perspectives of Social and Science Journal
Publisher : PT Wahana Global Education

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Abstract

Pemberlakuan Manajemen Berbasis Sekolah (MBS) pasca UU No. 20/2003 memberikan otonomi besar bagi satuan pendidikan untuk merancang kebijakan dan praktik sesuai kebutuhan lokal, termasuk adaptasi nilai-nilai religius. Penelitian kepustakaan kualitatif-deskriptif ini menelaah 8 sumber peer-review (2015–2025) terkait MBS, budaya sekolah, character education, dan nilai-nilai Buddhis yang terdapat dalam Dhammapada V. 183; Aṅguttara Nikāya III.65; Mettā Sutta (Sn. 1.8); Maṅgala Sutta (Sn 2.4); Siṅgāla Sutta (D.III.31); Kakacūpama Sutta (M.I. 21); serta Dhammapada I. 5–6. Dengan memetakan integrasi nilai-nilai Buddhis sīla (moral), samādhi (konsentrasi), dan paññā (kebijaksanaan) ke dalam lima ranah MBS (perencanaan, pengorganisasian, pelaksanaan, pengawasan, evaluasi), penelitian ini menggali bagaimana prinsip komunikasi bermakna (Dhammapada V. 183), etika relasional (Siṅgāla Sutta), dan pendekatan restoratif (Dhammapada I. 5–6) dapat memperkuat tata kelola sekolah. Hasil kajian menunjukkan bahwa penerapan kerangka tiga latihan disiplin ini secara signifikan meningkatkan partisipasi stakeholder (β = 0,89) dan kontrol internal (β = 0,82). Ritual harianpenghafalan sutta dan meditasi singkat sebelum pelajaran menciptakan iklim kondusif dengan penurunan gangguan perilaku hingga 35 % dan kenaikan skor empati siswa menjadi 4,2/5, selaras dengan ajaran mettā (Aṅguttara Nikāya III.65; Mettā Sutta). Selain itu, prinsip berkah dan penghormatan dalam Maṅgala Sutta serta kebijakan konflik berwelas asih dari Kakacūpama Sutta turut memperkuat solidaritas dan tanggung jawab sosial dalam komunitas sekolah. Berdasarkan temuan tersebut, direkomendasikan pembentukan Komite Nilai Buddhis di setiap sekolah, pelatihan rutin Dhammavicaya bagi guru, serta sistem monitoring berkelanjutan berbasis indikator budaya ber-Dhamma untuk memastikan keberlanjutan transformasi budaya sekolah dan peningkatan mutu pendidikan secara holistik.
Mindfulness dan Kecerdasan Emosional terhadap Kesehatan Mental Siswa Sekolah Menengah Atas Astuti, Dewi; Partono; Suherman, Heru
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.100122

Abstract

Mental health among high school students remains a concern due to the ongoing academic, social, and psychological pressures. Students face various academic and social demands that can trigger stress and disrupt their mental well being. Based on this, the aim of this study is to analyze the influence of mindfulness and emotional intelligence on the mental health of high school students. This study uses a quantitative approach. This study uses an explanatory survey method. The population of this study consisted of 102 high school student respondents. This study chose to use the entire population as its research sample, employing the census technique. Data collection methods used interviews, questionnaires, and observations. The instrument used in this study was a questionnaire sheet. The data analysis technique used includes regression analysis. The results of the study, specifically the F-test results, showed that both emotional intelligence and mindfulness collectively had a significant impact on the mental health conditions of students. The results of the t-test showed that the influence of emotional intelligence on mental health is very strong and statistically significant. The results of the multicollinearity test showed that the two variables did not experience a high correlation that was detrimental to the model, with a Tolerance value of 0.679 and a VIF of 1.473 for both. It was concluded that emotional intelligence has a greater influence on mental health than mindfulness. The implication of the research is that mindfulness and emotional intelligence have an impact on students' mental health, so teachers should consider integrating mindfulness training programs into their curriculum.
Co-Authors ACHMAD FAUZI Alimatul Zahro, Nur Arista Candra Irawati Bakhtiar Ganda Saputra Dedi Triandi Dewi Astuti Diana Cholida Djunaedi, Ivas Djunaidi, Ivas Fitrotun Ni'mah, Novita Friska Octavia Rosa, Friska Octavia Hardar, Bramasta Zeinnedin Iing Felicia Joe kabri Mahendra, Erlangga Rachma Muhammad Latif Ngainnur Rohmah, Siti Novita Fitrotun Ni'mah Nur Afifah, Muthia Saputri, Nurma Meinda Ira Sugiyarti Suherman, Heru Syaiful Wahidah, Latiffa Musyarofatul Wawan